K-7 Science Content Expectations MSTA Governors Hall March
K-7 Science Content Expectations MSTA Governors Hall March 17,2007 National Trends Congressman Ehlers Bill of 2006 Standards to Provide Educational Achievement for Kids (SPEAK) Act National Assessment for Educational Progress (NAEP)
Built from AAAS and NSES AAAS Atlas 2 NAEP Content Statement The sun warms the land, air and water. (4E, K-2 level) The sun warms the land, air, and water and helps plants grow. (E4.7) Built from NAEP 2009 NAEP Content Statement
K-7 GL Content Statement The sun warms the land, air, and water and helps plants grow. (E4.7) The sun warms the land, air, and water and helps plants grow. (E.ES.02.1) Aligned with national Course/Credit Content standards and Expectations
recommendations National Assessment Evaluation Program (NAEP) and National Assessment Governing Board (NAGB) Benchmarks for Science Literacy (AAAS) National Science Education Standards (NRC) Achieve, Inc.
TIMSS, PISA, SREB International/National/State Standards The Community Cultural Economic Local Context Political Social The Committees
The Curriculum The Charge Purpose To develop GLCE for science to complete the Math, Social Studies, and ELA GLCE Timeline Started January 25, 2007 Finished March 10, 2007 Who is involved? Group of Scholars
Co-Chairs Other representative members Local and Intermediate School Districts (next page) Small Group Review
Larry Casler, Genesee Math Science Center Liz Niehaus, Niehaus and Associates, Inc. MDE (March 19) Professional organizations (March 20) Web Review (May 14- June 24) National Review (July 4 August 14) Plan for presentation to SBE November 2007 Who is involved?
Nancy Karre Charles Bucienski Liz Larwa Michele Svoboda Eileen Byrnes Mary Carlson Jan Coratti Hope Beringer Geri Elliston
Margaret Griffin Jason Henry David Bydlowski Barb Armbruster Deborah Peek-Brown Jane Levy Carol Gutteridge Herm Boatin Connie Crittenden Who is involved?
May May May May May May May May May May 17 22 22
22 22 24 29 29 30 30 Mason-Lake-Oceana MSC Allegan MSC Battle Creek MSC Jackson MSC & 23 Oakland MSC Lapeer MSC CASM Wayne RESA MSC EUP MSC GVSU Regional MSC Who is involved?
www.mscenters.org or www.michigan.gov/science What is process? 1. 2. 3. 4. 5. NAEP to Content Statements Organize Content Statements (L-E-P and K-4 and 5-7) Content Statements to Content Expectations Content Statements to Grade
Level Draft GLCE for review Curriculum Protocol Flowchart Document Development Draft Documents Draft Documents Work Group of Scholars Small Review Group MDE Internal
Review Group Chair and 5 8 appointed members MDE & representative practitioners MDE Management, PR OSI Convened Draft Documents State Board of Education Review 5 - 6 months prior to requesting approval
Draft Documents Draft Documents Web Review of Draft National Review Work Group Reconvened Edited Draft to Achieve or other 30 90 days to review, process comments Edit based on Reviews
Final Documents Draft Documents Work Group Edit draft based on National Review MDE Superintendent Final Documents State Board Approval MDE Legislative Review Final Documents
Dissemination 3 Regional 10 Localized Criteria for Our Work RIGOR: What is the level of intellectual demand in the standards? challenging enough to equip students to succeed at the next grade level essential core content of a discipline; its key concepts and how they relate to each other Criteria for Our Work CLARITY: Are the standards clearly written and presented in a logical, easyto use format? more than just plain and jargon-free prose
widely understood and accepted by teachers, parents, school boards and others who have a stake in the quality of schooling including university faculties that will prepare teachers to convey the standards and later receive those teachers students Criteria for Our Work SPECIFICITY: Are the standards specific enough to convey the level of performance expected of students? enough detail to help teachers design their courses address the given teachers time for instruction
Criteria for Our Work FOCUS: Have tough choices been made about what content is the most important for students to learn? priorities of facts, concepts and skills that should be emphasized at each grade level Criteria for Our Work PROGRESSION: Do knowledge and skills build clearly and sensibly on previous learning and increase in intellectual demand from year to year? move from simple to complex, from concrete to abstract prevent needless repetition from grade to grade
Criteria for Our Work COHERENCE: Do the standards convey a unified vision of the discipline, and do they establish connections among the major areas of study? reflect a coherent structure of the discipline and/or reveal significant relationships among the strands and how the study of one complements the study of another. States should eventually be able to back-map from the high school Academic Standards to a progression of benchmarks that middle and elementary school students would need to reach in order to be on track for college and work.
Constraints : Timeline Draft ready for review by May Final document to Superintendent Flanagan for recommendation to SBE in November 2007 Tradeoff: sharing ideas vs. setting parameters quickly Tradeoff: originality (i.e., writing ourselves rather than adapting other models) vs. quality and consistency of product Tradeoff: consultation vs. getting the job done (aiming for process that is transparent but based on what those of us in the room now bring to the table) Negotiables
Integrated or Discipline specific Degree of Spiraling Degree of Interconnections Number of Expectations Names of Standards Non-negotiables Grade Level Coding
NAEP as Foundation Prerequisites Number of Standards A closer look Four Standards Science Processes (S) Inquiry and Reflection (IR) Physical Science (P)
Motion of Objects (MO) Energy (EN) Properties of Matter (PM) Changes in Matter (CM) A closer look Four Standards Life Science (L) Organization of Living Things (OL) Heredity (HE)
Evolution (EV) Ecosystems (EC) Earth Science (E) Earth Systems (ES) Solid Earth (SE) Fluid Earth (FE) Earth in Space and Time (ST) Hierarchy of Document Discipline Standard
Content Statement Content Expectation Hierarchy Coding L.OT.04.2 Discipline Standard Grade Level Content Statement Hierarchy Coding L.OT.04.21 Discipline Standard
Grade Level Content Content Statement Expectation The Documents Content Statements with Content Expectations Grade Level Content Expectations Across the Grades for discipline. Questions? Contact: Kevin Richard Science Education Consultant Office of School Improvement Michigan Department of Education
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